Level 7 Extended Diploma In
Health Coaching And Applied Nutrition Online Course | Tutor is available to students Qualification listed on OfQual website
+44-7520647455 | +44-(0)-203-608-0144 admissions@lsib.co.uk Live chat, visit : www.LSIB.co.uk UK Provider Reference Number (UKPRN) : 10062390
Contents Entry Criteria
................................................................................................................................03
Qualification Structure ...................................................................................................................03 Progression and Links to other QUALIFI Programmes....................................................................03 Appendix 1: Unit Descriptors............................................................................................................04 Unit: HC 500: Health and Nutrition I – Role of Health Coaching and CAM......................................05 Unit HC 505: Health and Nutrition II – Nutrition and Health Coach Practice .................................07 Unit HC 510: Wellness
...............................................................................................................09
Unit HC 515: Contemporary and Community Health Issues Unit HC 520: Health Coaching I
.................................................11
................................................................................................13
Unit HC 525: Health Coaching II – Behavioural Changes and Evidence-based Coaching..............15 Unit HC 530: Practice Management................................................................................................17 Unit HC 535: Adult Education
......................................................................................................19
Unit HC 540: Health Coach Ethics...................................................................................................21 Unit HC 545: Professional Communication.................................................................................... 23 Unit HC 550: Capstone Research and Project................................................................................25
Credits
Delivery mode
Awarding body
120
Online
QUALIFI,UK
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Entry Criteria The qualification has been designed to be accessible without artificial barriers that restrict access and progression. Entry to the qualification will be through centre interview and applicants will be expected to hold the following
Level 6 Qualification or; First Degree.
In certain circumstances, managers with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the programme. In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK higher education postgraduate programmes. The applicants are normally required to produce two supporting references, at least one of which should preferably be academic. Qualification Structure The overall structure of the course is based on 11 mandatory units that cover a number of topics relating to the learning outcomes. Learners will be invited to attend lectures and workshops that will introduce the subject matter. Learners must complete all units successfully and achieve 180 credits before the Extended Diploma can be issued. QUALIFI Level 7 Extended Diploma in Health Coaching and Applied Nutrition The Level 7 Diploma focuses on developing understanding, skills and abilities to equip learners with the awareness and aptitudes to be an effective health coach. Unit Reference
Mandatory Units
HC 500
Health and Nutrition I - Role of Health Coaching and CAM
Level
Credit
7
15
7
15
7
15
HC 510
Health and Nutrition II - Nutrition and Health Coach Practice Wellness
HC 515
Contemporary and Community Health Issues
7
15
HC 520
Health Coaching I
7
15
HC 525
Health Coaching II - Behavioural Changes and Evidence-based Coaching
7
15
HC 535
Adult Education
7
15
HC 530
Practice Management
7
15
HC 540
Health Coach Ethics
7
15
HC 545
Professional Communication
7
15
HC 550
Capstone Research and Project
7
30
HC 505
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Progression and Links to other QUALIFI Programmers Completing the QUALIFI Level 7 Extended Diploma in Health Coaching and Applied Nutrition will allow learners to progress to:
the QUALIFI Level 8 Diploma in Strategic Management and Leadership a university partner to complete a dissertation to then receive a full master’s degree directly into employment in an associated profession.
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Appendix 1: Unit Descriptors Unit: HC 500: Health and Nutrition I – Role of Health Coaching and CAM Unit code: H/616/8906 RQF level: 7 Aim The aim of this unit is to introduce learners to the fundamentals of health and nutrition as related to the field of health coaching and specifically complementary and alternative medicine (CAM). Learners will also evaluate the role of the health coach, developing an understanding of how food impacts the body and mind, the basics of digestion and the foundational premise of complementary, alternative and functional medicine.
Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to:
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
1. Understand the role of CAM and the advantages and disadvantages it brings to conventional healthcare
1.1 Critically evaluate current and evolving issues relating to CAM 1.2 Critically analyse arguments for and against the use of CAM in conventional healthcare today 1.3 Evaluate the balance of contradictory and supportive information on the use of CAM in healthcare today
2. Understand the role of CAM 2.1 Evaluate the role of the health coach in CAM practitioners and the challenges they face 2.2 Analyse the challenges faced by CAM practitioners in in healthcare healthcare 3.Create a coaching plan focused on the use of natural therapies to overcome a chosen issue of faulty digestion
3.1 Analyse the most common consequences of faulty digestion 3.2 Analyse a range of natural therapies to treat the diverse consequences of faulty digestion 3.2 Develop a coaching plan to help a client overcome the chosen issue and correct the consequence of faulty digestion, using natural therapies
Suggested Resources Micozzi, M. (2015). Fundamentals of Complementary and Alternative Medicine¨ 5e Fundamentals of Complementary and Integrative Medicine 5th Edition. ISBN-13: 978-1455774074 Lipski, E. Digestive Wellness, 4th Edition: Strengthen the Immune System and Prevent Disease Through Healthy Digestion.
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Unit HC 505: Health and Nutrition II – Nutrition and Health Coach Practice Unit code: M/616/8908 RQF level: 7 Aim In this unit, learners will have the opportunity to extend their learning of health and nutrition as it applies to the practice of health coaching. Learners will explore opportunities to learn a clientcentered approach to disseminating evidence-based nutritional knowledge, integrating their prior learning in regard to concepts such as whole foods advocacy and principles of bio-individuality. Learners will take into account all the challenges and obstacles clients encounter in contemporary life (popular media claims, adulterated or manufactured foods, etc.) and encouraged to engage in required readings, explore additional self-selected resources, and successfully participate in online discussions to exchange knowledge and understanding. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to:
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
1.
Understand the issues associated1.1 with nutrition and health coach practices. 1.2
Critically evaluate current issues relating to a range of nutritional topics. Analyse solutions to contemporary problems relating to nutrition and health coach practice and their impact on instructional design practice and/or research.
2.
Create a nutritional assessment plan 2.1 appropriate for a chosen client.
Evaluate common theories and factors relating to the wellbeing of a client in relation to nutrition.
2.2
3.
Understand popular media3.1 information related to human nutrition and eating behaviour. 3.2 3.3
4.
Understand the causal factors of and4.1 approaches to addressing significant nutrition and dietary challenges in 4.2 contemporary societies.
Create a nutritional plan for a chosen client to include, foods to avoid, sample menus and ideal eating behaviours. Analyse information presented in the media relating to nutrition and eating behaviour Evaluate and discuss a variety of media claims relating to improving health Analyse common perceptions of clients in relation to media claims about nutrition, eating behaviour and health. Analyse factors affecting nutrition challenges in contemporary societies.
and
dietary
Evaluate current initiatives to resolve poor nutritional behaviour in contemporary societies.
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Suggested Resources Prousky, J. (2013). Textbook of Integrative Clinical Nutrition. Toronto: CCNM Press. ISBN- 10:897025459 Enders, G. (2015). Gut: The Inside Story of Our Body's Most Underrated Organ. British Columbia: Greystone. ISBN-10: 1771641495 Lipski, E. Digestive Wellness, 4th Edition: Strengthen the Immune System and Prevent Disease Through Healthy Digestion.
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Unit HC 510: Wellness Unit code: T/616/8912 RQF level: 7 Aim In its simplest form, wellness is defined as the quality or state of being in good physical and mental health. Some argue wellness is simply a synonym of health, however as a practitioner who will be working with both states, it is important to make the distinction between the two. This unit introduces learners to the concept that health is defined by the absence of disease within a physical body whereas wellness involves multiple layers; an overall balance of physical, social, spiritual, emotional, intellectual, environmental, and occupational wellbeing. In this unit learners will explore and examine the concept of wellness, considering the various ways it can be interpreted and how, as a health coach, learners can utilise it in practice to better support clients to reach their goals. This unit will expand on the fundamental principles of nutrition and health and examine how foods can both contribute to and be detrimental to achieving optimal wellness. The role of foods in relation to specific body conditions, such as leaky gut, inflammation, allergies and other autoimmune conditions, will also be explored. Learners will gain an understanding of functional foods and how, when paired with other conventional medical therapies, they can help promote wellness.
Learning Outcomes and Assessment Criteria
Learning Outcomes. To achieve this unit a learner must be able to:
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
1. Understand the concept of wellness, and how it differs from the concept of health.
1.1 Examine and discuss the factors that contribute to wellness. 1.2 Examine the various ways in which the concept of wellness is interpreted 1.3 Critically evaluate how the concept of wellness differs from the concept of health.
2. Implement a detailed wellness plan developed in relation to a given scenario
2.1 Discuss different types of wellness including emotional, physical, personal and the workplace. 2.2 Analyse how a wellness plan differs from a diet or exercise plan 2.3 Create a wellness plan to meet the requirements of a given scenario. 2.4 Implement their wellness plan
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3. Understand how some foods can be detrimental to wellness in relation to inflammation and autoimmune conditions 4. Understand the meaning of functional food and how they support wellness in the human body
3.1 Analyse the effect of a range of foods on wellness. 3.2 Evaluate the impact of a specific food on inflammation and autoimmune conditions. 4.1 Critically evaluate a range of functional foods and the support they provide in relation to wellness in the human body.
5. Develop a personal wellness philosophy 5.1 Examine own personal health and wellness beliefs. or strategy based on personal health and 5.2 Construct a personal wellness philosophy or strategy. wellness beliefs
Suggested Resources Stump, 2015. Creating Wellness: An Integrative Approach an Introduction to the Natural Approach to Preventive Healthcare for Families, Athletes and Seniors Cederström and Spicer, 2015. The Wellness Syndrome Rubin, 2006. Great Physician's Rx for Health and Wellness, The Seven Keys to Unlock Your Health Potential (audiobook) Nicolai, 2013. Integrative Wellness Rules: A Simple Guide to Healthy Living
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Unit HC 515: Contemporary and Community Health Issues Unit code: J/616/8915 RQF level: 7 Aim The aim of this unit is to allow learners to develop a better understanding of a variety of health issues that occur in the modern community setting while helping them acquire the knowledge, attitudes, and skills necessary to make health-promoting decisions, achieving health literacy, adopting healthenhancing behaviours, and promoting the health of others. Learners will discuss the concepts that enable people to make decisions concerning their personal health behaviour. The focus will be directed to the latest available resources concerning the nature of community health issues along with available resources as they relate to protecting and improving health. Primary health topics include personal health, chronic and infectious diseases, substance abuse and health behaviours. Learning Outcomes and Assessment Criteria Learning Outcome 1.
2.
Understand the holistic nature of health as it relates to the human lifecycle.
Assessment Criterion 1.1
Analyse the physical, emotional, social, intellectual, spiritual and environmental factors that influence people’s health
1.2
Define the etiology and treatment options for common chronic and communicable diseases
1.3
Explain the skills and resources needed to establish positive health maintenance lifestyles
2.1 Understand the behaviours affecting health and wellbeing in the 2.2 modern community. 2.3
3.
Understand the effects of substance abuse in the modern community
Define behaviours that foster and those that hinder health and wellbeing Analyse the role of learning and effective experiences in shaping patterns of health behaviour Evaluate the individual as a consumer of various products and the health-related impact of the economic choices individuals make
3.1
Define the general chemical balances of the body and the effect of drugs when introduced to the body
3.2
Evaluate the social impact of legal and illicit drug use in the modern community and the effects this has on the family and individual
3.3
Summarise the treatment options available for rehabilitation of a substance abuser
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Suggested Resources
Clark, 2002. Health Promotion in Communities: Holistic and Wellness Approaches Daniel EL. 2013. Taking Sides: Clashing Views in Health and Society. 11th Edition. McGraw- Hill/Dushkin.
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Unit HC 520: Health Coaching I Unit code: F/616/8928 RQF level: 7 Aims In this unit, learners will explore the role of the health coach, and how health coaching fits within the greater spectrum of the healthcare system. This unit gives an overview on integrating basic coaching skills into the work of all healthcare professionals. Health coaches are professionals from diverse backgrounds and education who work with individuals and groups in a client-centred process to facilitate and empower the client to achieve goals related to health and wellness. In this unit, learners will develop the knowledge to mobilise the internal strengths of their clients and offer external resources to support sustainable change in their clients’ lives. This unit is a foundation for supporting healthy individuals and those struggling with lifestyle-related chronic disease through health coaching. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to: 1.
2.
Understand issues in the field of health coaching and solutions to address these issues.
Assessment Criteria: Assessment of these outcomes demonstrates a learner can: 1.1 Critically evaluate current issues relating to a range of health coaching topics. 1.2 Analyse solutions to contemporary problems relating to the practice of health coaching.
Develop a basic coaching plan for 2.1 Evaluate different approaches to creating a coaching plan for an at-risk demographic. an at-risk demographic. 2.2 Create a coaching plan for an at-risk demographic. 2.3 Justify how their coaching plan meets the needs of the at-risk demographic.
3.
Understand how the health coach 3.1 Critically analyse the role of a health coach within, and their contribution to, the healthcare sector. Works as a member of the healthcare team.
4.
Understand common terms used within academic research and writing.
4.1 Create a glossary review of common terms to demonstrate academic research and writing.
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Suggested Resources nd
Arloski, M. (2015). Wellness coaching for lasting lifestyle change (2 ed.) Duluth, MN: Whole Person. Britton, J. (2010). Effective group coaching: Tried and tested tools and resources for Optimum group coaching results. New York: Wiley. Jordan, M. (2013). How to Be a Health Coach: An integrative wellness approach. San Rafael, CA: Global Medicine Enterprises, Inc.
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Unit HC 525: Health Coaching II – Behavioural Changes and Evidence-based Coaching Unit code: J/616/8929 RQF level: 7 Aim In this unit, learners will advance their knowledge of and skills as a health coach. The aim of this unit is for learners to explore opportunities to learn and practice the evidence-based methodology of a client-centered coaching model built on positive psychology principles and the latest findings in neuroscience, motivation research, behaviour change theories, and integrative mind-body tools. Learners will engage in required reading, explore additional self-selected resources, and successfully participate in online dyads, triads, online discussions, a coaching case study. Learners will also complete two coaching feedback evaluations for fellow learners. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to: 1.
2.
3.
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
Understand the issues associated1.1 with behaviour change and evidence-based coaching methods. 1.2
Be able to plan solutions for2.1 sustainable healthier life changes for a selected client. 2.2 Demonstrate theoretical and3.1 practical competency in coaching skills and knowledge. 3.2
Critically evaluate issues relating to a range of issues associated with behavioural changes. Analyse and discuss solutions to contemporary issues associated with evidence-based coaching methods. Asses a client’s requirements for making a sustainable healthy life change. Develop a plan to help a client make a sustainable healthy life change. Evaluate different types of coaching techniques for use within coaching sessions. Provide feedback to fellow health coaches on client coaching sessions.
Suggested Resources nd
Arloski, M. (2015). Wellness coaching for lasting lifestyle change (2 ed.) Duluth, MN: Whole Person. Britton, J. (2010). Effective group coaching: Tried and tested tools and resources for Optimum group coaching results. New York: Wiley. Jordan, M. (2013). How to Be a Health Coach: An integrative wellness approach. San Rafael, CA: Global Medicine Enterprises, Inc. Additional Support Prochaska, J., Norcross, J.C., & Diclemente, C.C. (1994). Changing for good: A revolutionary sixstage program for overcoming bad habits and moving your life positively forward. Avon. Lasley, M., Kellogg, V., Michaels, R., & Brown, S. (2011). Coaching for transformation: Pathways to ignite personal and social change. Troy, PA: Discover Press. Moore, M., & Tschannen-Moran, B. (2010). Coaching psychology manual. Philadelphia: Wolters Kluwer. London School of International Business | www.LSIB.co.uk
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International Coach Federation website: http://coachfederation.org/http://coachfederation.org/ National
Consortium for Credentialing Health and Coaches http://www.ncchwc.org/http://www.ncchwc.org/
Wellness
Livingstone, J. & Gaffney, J. (2016). Relationship power in health care: Science of behaviour change, decision making, and clinician self-care. CRC Press. rd
Travis, J and Ryan, R. (2004). Wellness Workbook.3 Ed. Berkeley, CA: Celestial Arts. 2004. Seligman, M. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
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Unit HC 530: Practice Management Unit code: A/616/8930 RQF level: 7 Aim This unit integrates health coaching with consulting, adult teaching and essential management. In this unit, learners will use skills to solve real practice challenges of a reasonable scope. In doing so, learners will apply the principles of planning, analysis, design, production, evaluation, implementation and management. The emphasis of this unit is on the development of internal and/or external consulting skills that facilitate the contracting, management and implementation phases of a health or wellness project. Learners will evaluate how practice management can help them to develop a better idea of the kind of advanced health coach they want to be and, potentially, the type of influence they have on clients. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to: 1.
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
Develop a professional-quality1.1 coaching solution for an identified problem across the phases of the consulting process. 1.2
Analyse the different phases of consulting and how to apply them in the context of a coaching solution for a client. Develop a contracting model to establish a business coaching relationship with a client.
2.
Understand the factors that affect a2.1 Create a project plan that incorporates coaching/consulting model. health coach practice in a business context. 2.2 Evaluate business tools for managing and budgeting consulting projects.
a
3.
Understand the relationship between3.1 Evaluate the processes required for facilitating meetings coaching, adult education and values in a way that ensures engagement and commitment from of consulting. clients and stakeholders. 3.2 Analyse different coaching models used to develop a balanced (win-win) relationship between the coach and client. 3.3 Analyse strategies used to deal with and overcome resistance to change.
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Suggested Resources Flawless Consulting (Third Edition), Peter Block, 2011. This book focuses on the consulting aspects of this course. ISBN: 978-0-470-62074-8. Additional Web Content: http://www.designedlearning.com/about-peter-block/flawless-consulting-expanded-book-content/ Helping, How to Offer, Give and Receive Help, Edgar Schein, 2009. This book focuses on dynamics in One-to-One, Group and Organizational Relationships. ISBN: 1-60509-856-2 The Start Up of You, Reid Hoffman and Ben Casnocha, 2012. This book focuses on adaptation to the future, investing in yourself and transforming your career. ISBN: 978-0-307-88890-7
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Unit HC 535: Adult Education Unit code: F/616/8931 RQF level: 7 Aim Learning is part of behavioural change. This unit presents an overview of learning theories and practices as they relate to adults. The focus of the unit is on the various approaches to learning, ranging from teacher-directed to self-directed in primarily formal settings. In this unit learners will explore three interconnected learning domains – cognitive, affective, and physical – and how these pertain to educational practice. The unit introduces a foundational overview of learning in organisations for learners to explore in-depth, specific, relevant curiosities. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to: 1.
2.
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
Understand andragogy and its 1.1 assumptions about adult learners.
Understand the characteristics and needs of the adult learner.
Analyse major theories and concepts of adult learning to show progression and relationship to one another.
1.2
Critically evaluate assumptions relating andragogy and adult learners in the coaching context.
2.1
Explain the needs, motivations, capacities and characteristics of adult learners.
2.2
to
Evaluate the effectiveness of applying motivation theory to the coaching context when working with clients.
3.
4.
5.
Understand the role of the3.1 facilitator in the adult-learning process. 3.2
Analyse the relationship between learning, coaching and facilitating.
Understand factors that theorists4.1 believe influence the learning process.
Evaluate learning through the lens of behavioural,
Develop strategies for teaching
teaching,
Evaluate the role of the health coach in facilitating adult learning.
cognitive,
humanistic
and
social
cognitive
theories.
4.2
Evaluate the impact on learning of applying key concepts of the above theories directly to the coaching practice.
5.1
Construct a philosophy, overall strategy, or model
and learning applicable to the
of teaching and learning in a coaching context
coaching context.
based on adult learning theory and practice.
Suggested Resources Biniecki, S.Y., & Conceicao, S.C.O., (2016). Using concept maps to engage adult learners in critical analysis. Adult Learning. 27 (2). Doi: 10.1177/1045159515604148 Dirkx, J. M. (2006). Engaging Emotions in Adult Learning: A Jungian Perspective on Emotion and London School of International Business | www.LSIB.co.uk
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Transformative Learning. New Directions For Adult & Continuing Education, 2006(109), 15-26. doi:10.1002/ace.204 Fazel, P. (2013). Teacher-coach-student Coaching Model: A Vehicle to Improve Efficiency of Adult Institution. Procedia - Social and Behavioural Sciences, 97 (The 9th International Conference on Cognitive Science), 384-391. doi:10.1016/j.sbspro.2013.10.249 Gorges, J., and Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences (Links to an external site.), 22 (5), 610617. Kolb, D.A. (1984). The Process of Experiential Learning. In Experiential learning: Experience as the source of learning and development, (pp. 20-38). Englewood Cliffs, NJ: Prentice Hall. Merriam, S. B., and Bierma, L. L., (2013). Adult learning: Linking theory and practice. Sanfrancisco, CA: Jossey-Bass. Rager, K. B. (2009). I feel, therefore, I learn: The role of emotion in self-directed learning. New Horizons in Adult Education & Human Resource Development, 23(2), 22-33.
Suggested Supplemental Reading: Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. Knowles,M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing. Retrieved from http://files.eric.ed.gov/fulltext/ED084368.pdf McGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110. Nicolaides, A. and Marsick, V. J. (2016), Understanding Adult Learning in the Midst of Complex Social “Liquid Modernity”. New Directions for Adult and Continuing Education, 2016: 9–20.
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Unit HC 540: Health Coach Ethics Unit code: J/616/8932 RQF level: 7 Aim This unit is designed to provide insight and provoke thought regarding the learner’s ethical and moral responsibilities as a health coach. The unit encourages learners to explore three major questions:
1. What is the reach and what are the limits of your profession as a nutrition health coach? 2. What framework(s) should you use for ethical decision making? 3. What are the related ethical guidelines and codes, and how do they apply to your practice? This unit aims to build on the foundational coaching process learned and practised in previous units by giving the learner a deeper understanding of related ethical codes and responsibilities. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to: 1. Understand the health coaching scope of practice.
Assessment Criteria: Assessment of these outcomes demonstrates a learner can: 1.1 Evaluate current issues relating to a range of issues associated with the health coaching scope of practice. 1.2 Analyse and discuss solutions to contemporary issues associated with the health coaching scope of practice.
2. Understand the importance of 2.1 Evaluate how the practice of health coaching can relate to communicating with a number of health other health professions. Understand how scope of practice professionals in different sectors. plays into other health professions 2.2 Analyse the differences between a health coach, dietitian, nutritionist and other health professionals’ scopes of practice.
3. Understand the process of ethical decision making.
3.1 Explain different situations that may not align to coaching strategies. 3.2 Apply the 7 Steps of Ethical Decision Making to coaching scenarios.
4. Understand the different components 4.1 Evaluate the fundamentals of ethics and morality in coaching of a coaching agreement. communications. 4.2 Define a code of ethics differentiating between consent, waivers, disclaimers and coaching agreements and how and when to use them.
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Suggested Resources Jordan, M. (2013). How to be a health coach: An integrative wellness approach. San Rafael, CA: Global Medicine Enterprises, Inc. Articles
1) Wolever, R.Q,. Moore, M., & Jordan, M. Coaching in health care. In Bachkirova, R, et al.(Ed.) 2) Jordan, M., & Livingstone, J. (2013). Coaching versus psychotherapy in health and wellness: Overlap, dissimilarities and the potential for collaboration. Global Advances in Health and Medicine, 2(4): 44-51.
3) ICF Code of Ethics 4) NCCHWC Code of Ethics 5) Registered Dietitian Scope of Practice 6) IAHC Health Coaching: Your Right to Practice Guide 7) 7 Steps of Ethical Decision-Making
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Unit HC 545: Professional Communication Unit code: L/616/8933 RQF level: 7 Aim The aim of this unit is for learners to examine the use of effective communication and communication theories for personal and professional development in the field of integrative health. Learners will assess and develop guidelines and a communication plan for effective communication in three functional areas: (1) communication between health coaches and clients, (2) communication among coaches, practitioners, and other professionals in integrative health, (3) communication with the general public. Learners will identify their personal strengths and opportunities for growth in different areas of communication. Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve Assessment Criteria: Assessment of these outcomes this unit a learner must be able demonstrates a learner can: to: Understand the application of1.1 Analyse the key aspects of a range of communication 1. communication theory in the theories context of health coaching. 1.2 2.
3.
Evaluate how communication theory is applied in the context of health coaching.
Understand the importance of2.1 effective communication on personal and professiona 2.2 levels.
Analyse how health coaches help individuals communicate effectively with their healthcare teams
Develop a plan for effective3.1 communication among clients, practitioners, and the public.
Define the communication requirements of a client for a situation in a health coaching context, including between the client, practitioners and the public the client
Evaluate how health coaches contribute to effective professional communication in healthcare
3.2
Analyse any barriers or obstacle to communication and how to overcome them
3.3
Create a communication plan to meet the requirements of a client in a health coaching context
Suggested Resources rd
Tamparo, C., & Lindh, W. (2008). Therapeutic Communications for Health Professionals, 3 ed. Clifton Park, NY: Delmar. ISBN-10: 1418032646
Additional online resources: Owl Purdue Writing Lab. https://owl.english.purdue.edu/owl/resource/560/01 London School of International Business | www.LSIB.co.uk
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Medical Dictionaries: http://www.nlm.nih.gov/medlineplus/mplusdictionary.html http://www.medterms.com/script/main/hp.asp Medical Encyclopedia: http://www.nlm.nih.gov/medlineplus/encyclopedia.html Medical Literature Search: PubMed: www.ncbi.nlm.nih.gov/PubMed
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Unit HC 550: Capstone Research and Project Unit code: R/616/8934 RQF level: 7 Aim The purpose of this unit is to engage learners in a capstone research project that will demonstrate ability in health coaching as a master practitioner. The capstone project will culminate in a report or significant document of professional study. The capstone research project demonstrates the ability to: identify and define a problem, identify and utilise source materials, conduct a literature review, collect and analyse data, evaluate results and develop defensible conclusions. Through introduction to and application of key research concepts in the first eight-week segment, learners will build competency in the design of a qualitative research project. Implementation of the research project and the final report will be conducted and submitted in the subsequent eight-week segment.
Learning Outcomes and Assessment Criteria Learning Outcomes. To achieve this unit a learner must be able to:
Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
1. Prepare to carry out research on a chosen project topic.
1.1 Conduct an extensive literature search for the chosen project topic. 1.2 Apply a theoretical framework to guide research
2. Use selected data and literature in carrying out their research.
2.1 Analyse selected qualitative data to identify and discuss relevant themes. 2.2 Use relevant data and literature to support research findings 2.3 Mitigate ethical concerns in carrying out the research project
3. Produce documentation in a format appropriate for an academic research project.
3.1 Synthesise multiple sources to create a scholarly literature review 3.2 Apply style
an academically recognised for formatting and citing sources.
3.3 Write proficiently in the context of an academic research project. Suggested Resources Required Reading/References: Anderson, C. (2010). Presenting and Evaluating Qualitative Research. American Journal of Pharmaceutical Education: (74) 8, 1-7. doi: 10.5688/aj7408141 Aveyard, H. (2010). Doing A Literature Review in Health and Social Care. Berkshire: McGraw-Hill Education.
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rd
Holloway, I., & Wheeler, S. (2009). Qualitative Research in Nursing and Healthcare. (3 ed.), John Wiley & Sons, Incorporated. Meyer, J. (2000). Using qualitative methods in health related action research. Qualitative Research in health care, BMJ (320), 178-181. Oliver, P. (2010). Student's Guide to Research Ethics. Maidenhead: McGraw-Hill Education. Vallenga, D., Grypdonck, M., Hoogwerg, L., & Tan, F. (2009). Action research: What, why and how? Optional Reading and References:
Bloor, M. & Wood, F. (2006). Keywords in qualitative methods: SAGE Publications Ltd doi: 10.4135/9781849209403 Brace, I. (2008). “Objectives in Writing a Questionnaire,” in Questionnaire design. Kogan Page, 7-21. Connelly, L. M. (2014). Use of theoretical frameworks in research. Medsurg Nursing, 23(3), 187-8. Other Resources/Media: APA Citation Basics. Albany State University. You Tube. Retrieved from https://www.youtube.com/watch?v=uVlsbN99LIQ&feature=youtu.be English Composition II. Saylor Academy. Retrieved from https://learn.saylor.org/course/view.php?id=44 Interview as a method for qualitative research. YouTube. Retrieved from https://www.youtube.com/watch?v=hNNKCD2f4qw Online Writing Lab. Excelsior College, New York. Retrieved from http://owl.excelsior.edu Online Writing Lab. Purdue University, Indiana. Retrieved from https://owl.english.purdue.edu/owl/resource/560/01/ Organizing Your Social Sciences Research Paper: Theoretical Framework, University of Southern California. Retrieved from http://libguides.usc.edu/writingguide/theoreticalframework Research Terminology, Quizlet. Retrieved from Research Terminology https://quizlet.com/214925360/qualitative-research-terminology-flashcards/?et=eyJ0eXAiOiJKV1QiLCJhbGciOiJub25lIn0.eyJlbWFpbCI6InRpbmFAaWhjdS5jb20iL CJ0 YWciOiJzaGFyZV9zZXRfZW1haWwifQ. Sample Literature Review. Retrieved from https://s3.amazonaws.com/educ599/toolbox_resources/Worked+example+Writing+a+short +lit+revie w.pdf Using APA for references and citations. Union College. Retrieved from https://www.youtube.com/watch?v=10eg_GB_A9E&feature=youtu.be What Does Coding Look Like?: Qualitative Research Methods. YouTube. Retrieved from https://youtu.be/phXssQBCDls Writing a Literature Review. University of New England. Retrieved at https://www.une.edu.au/ London School of International Business | www.LSIB.co.uk
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data/assets/pdf_file/0018/12177/WE_Writing-a-literaturereview.pdf
Suggested Resources for Further Study: th
Coghlan, D., & Brannick, T. (2014). Doing action research in your own organization (4 ed.). London: Sage Publications Ltd. Coghlin, D., & Brydon-Miller, M. (Eds.). (2014). The SAGE encyclopaedia of action research. London: Sage Publications, Ltd. Creswell, J.W. (2015). Educational research: Planning, conducting, and evaluating quantitative and th qualitative research (5 ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Gillham, B. (2005). Research interviewing: The range of techniques. New York, NY: Open University Press/McGraw-Hill. th
Krueger, R. A. & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5 ed.). Thousand Oaks, CA: Sage Publications. Kuhne, G. W., & Quigley, B. A. (1997, Spring). Understanding and using action research in practice settings. New Directions for Adult and Continuing Education, 73, 23–41. McNiff, J., & Whitehead, J. (2011). All you need to know about action research (2 Sage Publications, Ltd.
nd
ed.). London:
Rapley, T. (2007). Doing conversation, discourse and document analysis. Thousand Oaks, CA: Sage Publications. Stringer, E. T. (2014). Action research (4th ed.). Thousand Oaks, CA: Sage Publications.
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